University of Windsor, Ontario: Open Journal Systems
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Integrating Flipped Classroom with Snowballing: A Hybrid Approach for Active Learning in Engineering Education
No full textActive learning activities play a crucial role in today\u27s world of education and beyond. In an age of constant distractions and shortened attention spans, active learning activities maintain students\u27 attention better than traditional passive learning methods. This paper introduces a hybrid model that integrates the flipped classroom (FC) with the snowballing technique (FCS), combining pre-class self-learning with in-class collaborative group expansion. This innovative approach aims to foster collaboration, critical thinking, and knowledge retention among engineering students. Students begin by working individually on the given problem or topic, gradually forming groups. Despite extensive research on active learning, limited literature exists on the structured integration of the snowballing technique within a FC framework, particularly in engineering disciplines. This study addresses this gap by investigating the impact of this combined approach in the context of a VLSI testing and verification course, an undergraduate elective course in the third year of electronics engineering. A detailed methodology, supported by quantitative data, student feedback, and assessment results, underscores the approach\u27s effectiveness.
Perceptions and Challenges of Hybrid Learning in Islamic Education: A Comparative Study of Lecturers and Students
No full textThis study explores the perceptions, challenges, and expectations of lecturers and students at IAIN Curup and UIN Raden Fatah Palembang regarding hybrid learning in Islamic education. Using a mixed-methods design, the study combines quantitative data from 150 students and 20 lecturers through closed-ended questionnaires with qualitative insights gathered from semi-structured interviews. The findings indicate that while 80.4% of lecturers and 63% of students support hybrid learning, significant challenges remain, including inadequate technological infrastructure, high costs, and insufficient faculty training. Participants emphasized the need for better resource allocation, improved infrastructure, and stronger support systems to enhance learning outcomes. This study argues that addressing these barriers is critical for the successful implementation of hybrid learning in Islamic education contexts. Furthermore, the integration of technological advancements with Islamic educational principles is essential. The paper provides specific policy recommendations aimed at overcoming these challenges and enhancing the quality of Islamic education in the region. These insights offer valuable guidance for stakeholders seeking to adapt to modern educational trends while preserving Islamic educational values
The Bibliometric Analysis of Interventions in English Literacy Difficulties of Primary School Students with Dyslexia
No full textThis study aims to map the research landscape on English literacy difficulties and interventions among primary school students with dyslexia using a bibliometric approach. Data were retrieved from the Scopus database using targeted keywords, resulting in 63,184 documents. After applying filters for publication year (2020–2025), subject area (social sciences), language (English), and open-access status, a final dataset of 1492 relevant articles was obtained. Following this, the analysis was subsequently performed in RStudio using Biblioshiny and visualized with VOSviewer. The results indicate a substantial decrease in annual growth in publications, despite high levels of author involvement and collaborative endeavours. The United States and the United Kingdom dominate in production and citation impact, and notable journals, scholars, institutions, and nations are among the key contributors. Likewise, four major research areas emerged from the thematic cluster analysis, including foundational literacy skills, learning disorders in school settings, speech and communication difficulties, and educational psychology aspects such as self-esteem. Findings from this study stress the need for early, organized, and comprehensive interventions for children with dyslexia, which has several facets. To close the gap in dyslexia-related scholarship worldwide, it also highlights the need for more inclusive, geographically diverse research collaborations.
Intercultural Competence and Pragmatics
No full textGila A. Schauer\u27s “Intercultural Competence and Pragmatics” provides a thorough and in-depth analysis of the connection between intercultural communication ability and pragmatic competence, which is a critical nexus in applied linguistics and language education. Published by Palgrave Macmillan Cham in late 2024, this well-compact volume which runs to 154 pages makes a strong and original contribution to the emerging debate of language use and cultural awareness, particularly within the field of high education. The book is thoughtfully organized into nine chapters in addition to a lengthy front and back matter. It blends the presentation of theory with research, making it an invaluable source for researchers, teachers and advanced students across pragmatics, intercultural communication and language pedagogy. The book contains twenty black-and-white illustrations which add great depth to the text and aid in making difficult ideas into visible ones
Editorial Comments: Arts Education, Inclusive Education, Mathematics and Science Education, Mobile and Online Learning, and Teaching Strategies
No full textIn this issue, we focus on arts education, inclusive education, mathematics education, mobile and online learning, teaching strategies, and several additional topics. We begin with two articles on arts education, including the pedagogical foundations and contextual relevance of theatre directing education within teacher education programs, and the effectiveness of blended learning strategies in skill acquisition for Chinese classical dance among university students. Then, we present two articles on inclusive education: one on teacher competency in inclusive education and the other on the challenges faced by inclusive elementary school teachers in developing a traditional games application to enhance psychomotor and cognitive skills. We then share three articles on mathematics and science education, including the extent to which ethnomathematics-based learning improves students’ mathematical representation abilities, the impact of translating cyclic mathematical representations on students’ learning outcomes and cognitive processes in solving covariation problems, and a program evaluation of the Ontario Internationally Educated Nurses Course Consortium Competency-Bridging Program of Study. Then, we present three articles on mobile and online learning, including the impact of mobile-assisted language learning on the English proficiency of English language teaching students, a comparative study of the terms of service and data risks associated with two online classroom platforms, and school students’ continuance intention to use m-learning. We then share five articles on teaching strategies, including the impact of combining the snowballing technique with a flipped classroom framework in an undergraduate elective electronics engineering course, evaluation of a multi-interaction-based project-based learning model to enhance design thinking skills, using an index-card match model to foster group cooperation, mutual appreciation, and learning correction in accounting subjects, challenges, and expectations of lecturers and students regarding hybrid learning in Islamic education, and higher education graduates’ feedback on how teaching and learning methods enhance competencies. Additional articles are then presented on the effect of the types of family on learner drug abuse in selected high schools, the effects of children’s metacognitive awareness, critical thinking tendencies, and demographic characteristics on their academic achievement, the effectiveness of reflection-based CPD in enhancing teacher professionalism, teachers’ experiences with and follow-up on large-scale diagnostic assessments, and the research landscape on English literacy difficulties and interventions among primary school students with dyslexia. This issue includes a dialogue and commentary article on inclusive and accessible syllabi, concluding with one book review
“I No Longer Feel Safe Traveling Outside of the Community I Live In” : Exploring the Impacts of Vicarious Victimization on the Routines of Muslim Americans
No full textMuslims are the second most targeted group of religious bias crimes in the United States. Bias crimes against Muslims are an international phenomenon. Yet, research on vicarious victimization among Muslim Americans is limited. In this exploratory study, we discuss how fear of victimization and perceptions of discrimination may impact the behaviors and routines of Muslims across the U.S. Data were collected in the Summer of 2019 and have been assessed using an OLS Regression model. Overall findings indicate that fear of victimization and/or discrimination can lead to changes in routine. We discuss these findings in the context of prior literature on the topic. Suggestions for future research are provided
International Law and Argumentation: Navigating Constraints and Seeking New Orientations
No full textIt is widely recognized in legal scholarship that international law functions as an argumentation practice, but its purpose remains debated. Some argue it legitimizes legal facts, while others believe it persuades actors to adopt specific positions. I align with Harald Wohlrapp\u27s argumentation theory, which focuses on acquiring new orientations. I will outline why Wohlrapp\u27s theory suits international law by examining three elements: prioritizing validity over mere assent, introducing "midrange universality" that balances community perspectives with a universal outlook, and introducing "framing" to responsibly integrate diverse cultural and legal perspectives, including those from the Third World Approaches to International Law (TWAIL)
Learning Technologies, Science and Mathematics Education, and Online Learning
No full textIn this issue, we focus on learning technologies, science and mathematics education, online learning, and several additional topics. We begin with four articles related to learning technology. The articles include an examination of the ways to integrate immersive-learning tools into practice-oriented learning, a bibliometric analysis of global trends in learning technology within the field of psychology, the intersection of generational characteristics and AI integration in master’s education, and a description of an innovative initiative that created a publicly accessible e-book comprising digital media research assignments. Then, we present two articles on science and mathematics education, including one that discusses the results of an environmental scan of secondary science education programs across Canada regarding the inclusion of the nature, history, and philosophy of science in course descriptions, and another that presents a meta-analysis examining the effect of technology on statistics learning. We then share two articles on online learning, including one that reviews the obstacles students and lecturers faced during the COVID-19 pandemic regarding online learning and teaching at two institutions in Afghanistan and Indonesia, and another that examines the factors affecting the effectiveness of online learning. Four additional articles are presented on chronic absenteeism, teacher professional development, cross-cultural competence within teacher education programs, and the perspectives of early-career teachers on well-being practices. This issue concludes with four book reviews
Teaching Humanities & Social Science: Teaching & Learning Across Australia 8th Edition
No full textThe book written by Libby Tudball, Peter Brett, and Rob Gilbert in 2025, published by Cengage, is discussed in the review for the Journal Teaching and Learning. The book emphasizes preparing students for the complexities of the twenty-first century through active, critical, and informed citizenship. With its focus on blending theoretical knowledge with practical teaching strategies, this text is an essential tool for educators